Ofsted inspectors who visited a Retford primary school in January this year found that although pupils are ‘happy and feel safe there’, the school needs ‘significant improvement’ in its performance.

While there were many positive comments within the recently published report, and safeguarding standards were met, St Swithun's Primary C of E Academy was found to be ‘needing attention’ in all main areas of inspection, while achievement levels 'require urgent improvement'.

Under the current Ofsted grades, 'needing attention' is interpreted as 'the expected standards are not met, but leaders are likely able to make the necessary improvements.'

Pupils' attendance at the school was seen to be improving due to the introduction of tighter systems.

placeholder image — Books for early years pupils on a self.

Staff and pupils enjoy warm and caring relationships, and bullying concerns are dealt with promptly, said the report.

Staff support pupils with special educational needs and/or disabilities through ‘calm, warm guidance and reasonable adjustments’.

However, standards of behaviour vary too much across the school, said inspectors: 'Some adults apply the school's behavioural expectations clearly, but others do not, meaning that in some classes, pupils lose focus when moving between tasks or group activities'.

In curriculum and teaching, steps have been taken to improve teaching, particularly in early reading and mathematics.

But inspectors found some pupils' misconceptions are not addressed quickly enough, and some pupils do not have the knowledge they need to access new learning.

There is inconsistency in how well tasks match pupils’ needs, said the report.

In early years, staff build warm and positive relationships with children, but ‘there are too few chances for children to begin to write’.

‘The level of challenge is not high enough for many children. This is especially important for disadvantaged children, some of whom start with low language and communication skills’.

Although learning to read is a priority, overall expectations of children's achievement are too low, the report states.

Regarding inclusion, staff provide calm and sensitive support for pupils who struggle socially, emotionally or academically, or those who are new to English.

Despite this, says the report, leaders are not yet checking closely enough how well appropriate adjustments are used across the school and what impact they are having on pupils.

The incoming leadership team members have begun to make strategic decisions that aim to help pupils, while the work of the governing board is ‘increasingly effective’, it was noted.

Parents' and carers' views are mixed, and leaders are working to rebuild trust with the community.

Leaders place increasing importance on pupils’ personal development and wellbeing, and staff use clear and consistent language when teaching this content, the report says.

However, pupils do not remember enough of what they have been taught...and the curriculum has not supported all pupils to hold fully inclusive views.

Pupils’ understanding of different religions is limited. As a result, ‘pupils are not as well prepared as they could be for life in modern Britain’.

Pupils' achievement across the curriculum, and over time, is weak, says the report, and needs urgent improvement,

Published outcomes show clearly that pupils ‘have not gained the knowledge and skills they need, and outcomes in reading, writing and mathematics have fallen over time’.

By the end of key stage two, pupils' outcomes in national curriculum tests are significantly below national figures, the report goes on.

‘Too many pupils struggle with phonics, early writing, number facts and handwriting.

‘Achievement is not consistent across the school....and too many pupils are not yet well prepared for their next stage in education’.

The report notes that school leaders have begun work to strengthen teaching, behaviour routines and support systems.

This work is starting to make a difference, say inspectors, but significant improvement is still required so that pupils can achieve well and thrive every day.

Seven steps were recommended to help the school attain required standards.

There was no-one available at St Swithun's Primary C of E Academy to comment on the report.